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Matery of 6ducation 




Compendiuni f^ ^ 




6xpaiiding and Hnswering 

1 




X:ht New Xorh State 
dniform 6xanitiiatton 




Syllabus in the Ristory 
of education ^ ^ 




J0' 




1 

Bacon & Vtiic«Tit, publishers, ! 
435 Nooncy BuUdiiig, Buffalo, ^f. Y* | 

j 




By 

X Onbo Laneing, H- M., 1 



Bistory of education 
CompcTidium ^ ^ 

expanding and Hnswering 



Cbc JVcw XoYk State 
Unifortn Gxaminatioti 

Syllabus in the Ristory 
of Bducation ^ ^ 



JSP" 



By 

7. Onbo Lansing, H. M.^ 

principal Greenwood Onion School, 
Cruxton, JVcw "York. 



LIBRARY of CONGRESS 

Two Copies Received 

MAY 7 1904 

Copyrlfirht Entry 

CLkSS^ CL XXo. No. 

COPY B 



Copyright 1904 by 

J. ORTHO LANSING. 

All Rights Reserved, 






PREFACE. 

This compendium contains all the information on 
the history of education that can be reasonably de- 
manded for any state, county, training class, or city 
teacher's certificate. Candidates who intend to 
take the uniform examination in the history of edu- 
cation for teacher's certificates in New York State 
will find the "Syllabus of the History of Education" 
issued by the State Superintendent followed very 
closely and every point answered in full. This book 
also provides sufficient material for bistoury of edu- 
cation classes in Normal Schools, Coheg-es and 
Reiading- Circles. 

The author conserves the teacher's energy. He 
has a purpose in view and chooses only those 
points that are interesting and important, and that 
he wishes his readers to see and feel. Noibhing for- 
eign to the subject is discussed. There is a certain 
oneness or unity throughout the entire work. 
Nothing necessary or important is omitted. The 
writer states what he has to say in a certain ordet 
or arraingement of parts that has been thought out 
beforehand. These four qualities have been before 
the writer: careful selection, unity, completeness 
and plan. 

The teacher who is to pass an examination must 



learn how to group the minor points under head- 
ings. He can grasp and carry in mind a small 
number of main topics with the same ease that he 
can carry ten or twenty small packages in twO' or 
three baske^ts. Henry Ward Beecher could preach 
a sermon from three sentences, but these sentences 
were three baskets, each of which contained many 
smaller packages. The baskets which the reader 
of this book has are numbered and labeled. 

No. I. Speaks of Ancient Education. 

No. H. Tells of Medieval Education. 

No. HI. Discusses Modern Education. 
The plan of the work is to give a 

I. Glance view touching the keynote of the 
subject. 

n. Detailed view of the subject. 

HI. Summary. 

IV. Life and Vitality Questions or charming; 
invironments facinating- the reader and lead- 
ing him to discussions and original investi- • 
gation. 

V. Plan or outline of what has been discussed. 
The coaitinuity, connectiveness, and correlation 

will, it is hoped, commend themselves to all who 
use this book. 

J. ORTHO LANSING. 
Tuxton High School, 

Tuxton, New York. 



CONTENTS. 

Chapter I. 
Introductioii. 

I. Pedag-og-ics. 2. Correlated Subjects. 3. 
Divisions of the History of Education. 4. Life 
and VitaHty Questions. 5. OutHne Plan. 

Chapter IT. 
China. 

I. Confucius. 2. The Home. 3. Elemen- 
tary Education. 4. Higher Education. 5. Pur- 
pose. 6. Effect. 7. Criticism. 8. Life and Vi- 
tality Questions. 9. Outline Plan of Chinese 
Education. 

Chapter HL 
India. 

I. Buddha. 2. The Caste System. 3. Pur- 
pose of Indian Educatioii. 4. The Home. 5. 
Elementary Education. 6. Hig-her Education. 7. 
Effect of Indian Education. 8. Criticisms. 9. 
Life and Vitality Questions. 10. Outline of Per- 
sian Education. 

Chapter IV. 
Persia. 

I. Zoroaster. 2. The Plome. 3. State Edu- 
caitioin. 4. Purpose of Persian Educatiorn. 5. 
Effect. 6. Criticisms. 



2 

Chapter V. 
Egypt. 

I. The Caste System. 2. The Home. 3. Edu- 
caition. 4. Criticisms. 5. General Truth Regard- 
ing All Oriental Systems. 6. Life and Vitality 
Questionis. 7. Outline of Egyptian Education. 

Chapter VI. 
Jews. 

I. The Rabbis. 2. The Talmud. 3. The Home. 
4. The Jewish School. 5. The Schools of the Rab- 
bis. 6. Purpoise of Jewish Education. 7. Life and 
Vitality Questions. 8. Outline of Jewish Educa- 
tion. 

Chapter VH. 
Athens. 

I. Socrates. 2. Aristotle. 3. Plato. 4. The 
Home. 5. Athenian Education. 6. Criticisms. 7. 
Life and Vitality Questions. 

Chapter VHI. 
Sparta. 

I. Lycurgus. 2. Pythagoras. 3. The Home. 
4. Spartan Educaition. 5. Criticisms. 6. Life and 
Vitality Questions. 7. Outline of Athenian and 
Spartan E ducat i on . 

Chapter IX. 
Rome. 

I. Cicero. 2. Seneca. 3. Quintilian. 4. Plu- 
tarch. 5. The Home. 6. Elementary Education. 



3 

7. Secondary Educatioii. 8. Higher Education. 
9. Criticisms. 10. Life and Vitality Questions. 11. 
Outline of Roman Education. 

Chapter X. 

Early Chirisitiiajn), Monastic Eduidajtion, Scholasti'c- 
ism. 

I. Life and Vitality Questions. 2. Outline of 
Early Christian, Monastic Education and Schol- 
asticism. 

Chapter XI. 

Cbarlem'aigne, Alfred the Great. 

I. Life and Vitality Questions. 2. Outline 
Charlemagne and Alfred the Great. 

Chapter XII. 

Feudal Educatioii, The Crusades, Rise of the Uni- 
versities. Mohammedan Education. 
I. Life and Vitality Questions. 2. Outline Feu- 
dal Education, The Crusades. The Rise of the 
Universities. Mohammedan Education. 

Chapter XIII. 

The Renaissance. The Jesuits, The Port Royalist. 
Other Sixteenth-Century Educators. 
I. Life and Vitality Quesitions. 2. Outline of 
the Renaissance. The Jesuits, The Port Royal- 
ists and other Sixteenth-Century Educators. 



Chapter XIV. 

SeventeeiDth-Ceiitury Educators. 

I. The Commonwealth in England and The 
Thirty Years' War. 2. Bacon. 3. Ratke. 4. Com^ 
enius. 5. Milton. 6. Locke. 7. Feiielon. 8. La 
Salle. 9. The Pietists. 10. Francke. 11. Out- 
line oif the Seventeenth-Century Education. 

Chapter XV. 
Modern EducaJtoirs. 

I. Roiusseau. 2. Basedow. 3. Pestalozzi. 4. 
Froieibel. 5. Heti*'bart. 6. Horace Mann. 7. Life' 
and Vitality Questions. 8. Oujtline of Modern 
Educators. 



Ristory of education Compendium, 



Chapter I. 
INTRODUCTION. 

The history of educaition tells us about the edu- 
caitiioiial systems, methods, the^ories and practices 
of the humian race and traces its growth and in- 
tellectual evoluftiom step by step until as a resultant 
we have the improved educational systems, meth- 
ods, theories and practices of to-day. 

A logical and complete statement setting forth 
all the truths of education as now understood is 
Pedagogics or the 'Science of Education. 

Literature and bio'graphy are correlated with the 
history of education, especially that part of the 
lives which has to do with their educational work 
and tlhe theories which they originated. 

History and social science are also correlated 
with the history of education. 

This is seen when we note the bearng on educa- 
tion of such events as the crusades, the thirty 
years' war, the reformation, the condition of wo- 
men as civilization advances, the increasing power 
and freedom of the individual; also the changing 
and varying character of the home life, and the 



6 

dominating idea in the education of various na- 
tioins. 

In this work we shall divide education into three 
great divisions : I. Ancient Education, Medieval 
Education, Modern Educaition. 

SUMMARY. 

The history of education tells us aboiut the edu- 
catioaial systems, methods, theories and practices 
of the human race and traces its growth and in- 
tellectual evolution step by step to^ the present 
time. 

Pedagogics is a logical and complete statement 
setting forth all the truths of educatioin as now 
understood. 

Literature, biography, history and social science 
are correlated with the history of Education. 

Education is divided into three great divisions : 

I. Ancient Education. 

II. Medieval Education. 

III. Modern Education. 

Life and Vitality Questions. 

1. Hoiw did we acquire our present systems and 
miethods of education? 

2. The history oi education includes what four 
things? 



7 

3- Wherein does the history of education differ 
from pedagogics? 

4. With what would a treaties on methods of in- 
structiom deal? 

5. What is the aim of the history of education? 

6. Wliat great educator esitabhshed pedagogy as 
a science? 

7. What is the unity which binds to^gether the 
details of the history of education? 

8. What are the three great divisions of the his- 
tory of education ? 

9. In which of the three divisions is the power 
and freedom of the individual most clearly seen? 

ID. Show how 

(a) literature 

(b) biography 

(c) history 

(d) social science are correlated with the 

history of education. 

Plan hy Outline. 

History of Education. 

1. Pedagogics. 

2. Correlated subjects. 

I. Literature and Biography, 
(a) Educational work. 
' (b) Theories which they originated. 



2. History and Social Science. 

1. Crusades. 

2. Thirty years' war. 

3. The reformation. 

4. Condition of wornien with advancing* 

civilization. 

5. Mutual relations of the church, state 

and individual. 

6. Increasing power and freedom of the 

individual. 

7. Changing and varying character of the 

home. 

8. Dominating idea in the education of 

the various nations. 
3. Divisions O'f the History of Education. 

1. Ancient education 

2. Medieval education. 

3. Modern education. 

Chapter H. 

Ancient Education. 

Ancient educatiom may be divided into eight di- 
visions : 

I. China). 2. India. 3. Persia. 4. Egypt. 

5. The Jews. 6. Athens. 7. Sparta. 8. 

Roime. 
I. China, (a) Confucius, B. C. 550-478 is the 

great type. He and his disciples founded 



9 

the native religion, lang-uag'e and litera- 
ture of China, 
(b) The home. 

(i) The wife exists only for the comfort 
oif her husband. 

(2) Boys only instructed at home and 
school. 

(3) Boys clo'thed in finest material; girls 
in rags. 

(4) Parents may distroy their children. 

(5) Mother teaches politeness and obedi- 

ence. 

(6) The first and holiest of all duties is to ven- 
erate the parents. 

(7) There are no illustrated children's books 
and the like. 

(c) Elementary Education. 

(i) At six or seven years the child enters 
school. 

(2) No license to teach ; no state inspection ;■ 
no public school houses; school room not attrac- 
tive. 

(3) The child is admitted the first time with 
much ceremony and receives a new name. 

(4) At first he studies readino\ writing, ele- 
mjentary arithmetic ; he must memorize ; no in- 
terest, rigid discipline; no new methods. 

(5) The second stage consists of translations 
from text books and lessons in composition. 



10 

(6) Third stage is devoted to belles letters 
and essay writing. 

(d) Higher Education. 

(i) No high schools, but state examinations 
for degrees. Prepare for degrees by giving at- 
tention only to Chinese classics. 

(2) Degrees — (i) Budding Intellect. (2) De- 
serving of promotiom. (3) Fit for office. (4) For- 
est of pencils. Holders of the second and third 
degree may be appointed to office and holders of 
the fourth degree may hold the highest offices in 
the country. 

(e) Purpose of Chinese Education. 
Ancestral. To preserve fixed institluitions. 

(f) Effect. 

Cultivates the memory; places emphasis on 
acquired knowledge; non-progressive; produces 
dishonest, untruthful, cov/ardly people. 

(g) Criticisms. 

(i) Chinese Education does not extend to 
other countries nor incluide the literature of other 
people. 

(2) Cultivates memory too much. 

(3) Women are not educated. 

(4) The motive is debasing to character. 
Life and Vitality Questions. 

(i) What was the dominating idea in Chinese 
education ? 



11 

(2) Give a criticism of the Chinese education. 

(3) What was the effect of the Chinese educa- 
tion ? 

■ (4) Give the four degrees granted by the Chin- 
ese goveirnment. 

(5) Give the purpose of the Chinese education. 

(6) Discuss higher educait'ion in China. 

(7) Why was the motive of the education in 
China debasing to character? 

(8) OutHne in brief the three stages of Chinese 
elementary education. 

(9) In what three things was Confucius a 
leader in China ? 

(10) The school room was not made attractive 
in China. What principle in education did this 
violate ? 

Outline plan of Educatioii in China. 

(a) Confucius, the type B. C. 550-478. 

(b) The home. 

(c) Elementiary Education. 

(d) Higher Education. 

(e) Purpose. 

(f) Effect. 

(g) Criticism. 

Chapter III. 
2. India, 
(a) Buddha, 500 (?) B. C. He is the author of 
Buddhaism, which is a religio<n based on moral 
acts. 



12 

(b) The Caste System made up of : 
(i) Brahmans or highest caste. 

(2) Warriors. 

(3) Merchants, Mechanics and Farmers. 

(4) Servanits. 

(c) Purpose of India Education. 
Caste. To perpetuate the Caste. 

(d) The Home. 

(i) No educational advantages for women. 
(2) They prepare their children for future life. 

(e) Elementary Education. 

(i) The teachers belong to the Braham caste 
and receive no salary. 

(2) Instruction given under trees or in a tent 
or shed in writing, arithmetic, religion. No 
"why." 

(f) Higher Education. 

They studied grammar, mathematics, astron- 
omy, philosophy, medicine, law, literature and re- 
ligion. 

(g) Effect of India Education. 

Makes people dreamy, self reflective and non- 
progressive, 
(h) Criticsm. 

Based on Castes ; expected too much of mem- 
ory ; non-proigressve ; did not honor woman. 
Life and Vitality Questions. 

I. Be^tween what parallels of latitude does 
India lie? 



13 

2. Describe the Caste system in India. 

3. Give a criticism of Hindo education. 

4. To what Caste must a teacher belong in 
India? 

5. Give the dominating- idea in India educa- 
tion. 

OutHne Plan of Education in India. 

(a) Buddha. 

(b) The Caste system. 

(c) Purpose of Indian education. 

(d) The home. 

(e) Elementary education. 

(f) Higher education. 

(g) Effect of Indian education. 

(h) Criticisms. ^ 

Chapter IV. 
3. Persian, 
(aj Zoroaster, B. C. 600 ( ?). Tlie founder of the 
Persian religion. His philosophy was "dualistic." 

(b) The Home. 

(i) The poisitiom cf woman w^as much higher 
than in China or India. 

(2) Physical training taught in the home, also 
absolute truthfulness and justice; father and 
teacher respected. 

(c) State Education. 

After the seventh year the boy was taken from- 
home and educated by and for the state; the- 
training was for war. 



14 

(d) Purpose of Persian Educaition. 
Training for the state. 

(e) Effect. 

(i) Neglects intellectual education. 
(2) Under estimates the position of the indi- 
vidual. 

(f) Criticisms. 

(i) The state ro^bs the family of its right to 
educate the child. 

(2) It does not cultivate the arts of peace. 

(3) Women are excluded from the benefits of 
education. 

Life and Vitality Questions. 

(i) Who brought Persia to the summit of her 
greatness ? 

(2) The people of Persia are a branch of what 
race? 

(3) What was the dominating idea in Persian 
education ? 

(4) What is dualistic philosophy? 

(5) Who was the teacher of Alexander the 
Great? 

(6) Give criticisms on Persian education. 

Outline Plan of Persian Education. 

(a) Zoroaster. 

(b) The home. 

(c) State education. 

(d) Purpo'se of Persian education. ', \ 



15 

(e) Effect. 

(f) Criticisms. 

Chapter V. 
4. Egypt. 

(a) The Caste System, (i) Priests. (2) Soldiers. 
(3) (a) Farmers and Boatmen, (b) INIechanics 
and Trades People, (c) Common Laborers. 

(b) The Home. 

(i) Woman is higher than in China or India; 
has some educaition and is mistress of the home. 

(2) Children are taught piety and obedience 
and are brought up in an atmosphere of loye and 
filial respect. 

(3) The child has simple food and scanty 

clothing. 

(c) Education. 

(i) Suited to the different castes. 

(2) Nom-progressive in elementary but justly 
noted in higher education. 

(3) Attracted men from all nations. 

(d) Criticisms. 

(i) Made use of concrete methods in writing 
and arithmetic. 

(2) Non-progressive in elementary but justly 
noted in higher education. 

(3) Gave more respect for woman but did not 
take much account of her intellectual training. 

(e) Note General Truth (Criticisms) regarding all 

Oriental Systems. 



16 

(i) Had class distinctions. 

(2) Were non-progressive. 

(3) The po'sition of the individual was low and 
underestimated. 

(4) Womian had no part in education commen- 
surate with her intellectual ability. 

Life and Vitality Questions. 

1. Give the Caste system in Egypt. 

2. Give four criticisms 011 Oriental education. 

3. To what is the geographical importance of 
Egypt due? 

• 4. What are some of the "lost arts" of the 
Egyptians ? 

5. Why was a knowledge of mathematics nec- 
essary in Egypt? 

6. What city, during the middle of the third 
century, B. C., was the center of learning in the 
world ? Why ? 

Outline of Egyptian Education. 

(a) The Caste system. 

(b) The home. 

(c) Education. 

(d) Criticisms. 

(e) General truth '^Criticisms) regarding all 
Oriental systems. 

Chapter VI. 
5. The Jews. 



17 

(a) The Rabbis 

Were the teachers or doctors of the law. 

(b) The Talmud 

Was a collection of the sayings and discussions 
of the Rabbis. 

(c) The Home. 

The Jews exalted the home; honoired the 
teacher; gave to woman an honored place ill the 
home. 

(d) The Jewish School. 

(i) Ntwie i^Deforei the Jewish nation 'was de- 
stroyed. 

(2) A. D. 64 every community should support 
a school ; attendance compulsory. 

(3) Only twenty-five pupils could be assigned 
to a teacher. 

(4) Teachers were respected more than par- 
ents; none but mature married men were employ- 
ed as teachers. 

(5) The subjects taught were reading, writ- 
ing, natural history, arithmetic, geometry, as- 
tronomy and scriptures. 

(6) The methods were go'od and attractive; 
discipline humane; corporal punishment was 
given cxnly to those over eleven years of age. 

(e) The School of the Rabbis. 

(i) These were private institutions founded by 
celeibrat'ed teachers; the subjects studied were 
theology and law. | 



18 

(2) Located at Alexandria, Babylon and Jeru- 
salem. 

(f) Purpose of Jewish Education. 

To educate all Jews. The predominate idea 
was theocratic. 

(g) Criticisms. 

(i) Exalted the home and placed the child un- 
der the parent's cointrol. 

(2) Gave wo'man an honored place. 

(3) Taug'ht obedience, patrioitism and religion. 
' (4) Provided only for Jewish children. 

(5) Mild and generally wise in discipline; mis- 
taken in forbidding cOirpiorai punishment before 
the child is eleven years old. 

(6) Produce'd so'me of the greatest pO'Cts and 
historians of the world. 

Life and Vitality Questions. 

1. What did the school of Rabbis study? 

2. Give the dominating idea of Jewish educa- 
tion. 

3. What was the attitude of the Jewish school 
in regard 'ilo corporal punishment? 

4. Contrast the homie in regard to woman in 
China with the Jewish home. 

5. Give some criticisms on Jewish education. 

6. Under the reign of what king did the Jews 
reach their greatest power and glory? 

7. In what year was Jerusalem destroyed? 



19 

Outline of Jewish Education. 

(a) The Rabbis. 

(b) The Tahnud. 

(c) The home. 

(d) The Jewish school. 

(e) The school of Rabbis. 

(f) Purpose of Jewish Education. 

Chapter VII. 
6. Athens. 

(a) Socrates, B. C. 470-399. 

(i) ''The So'cratic or dialectical method" would 
lead Socraltes' pupils into admissions which would 
establish the truth which he saw at the outset. 

(2) Socrates is one of the greatest teachers 
and thinkers in the world. 

(b) Aristoitle, B. C. 384-322. 

(i) Aristotle was a pupil of Plato for twenty 
years; he was one of the greatest philosophers; 
teacher of Alexander the Great. 

(2) Aristotle went to Athens and founded the 
Lyceum, here he lectured for many years. 

(3) His PedagOigy. 

(i) Education is a life-long task. 

(2) Education includes the development 

of the body, the character and the in- 
tellect. 

(3) The course of study which begins af- 
ter the seventh year includes music, 



20 

gymnastics, drawing, grammar, rhet- 
oric, m'athematics, Ijatin, dialectics, 
philoisophy and political science. 

(4) Woman is to h^ve a part in education. 

(5) His pedagogy is based upon the 
knowledge of the individual ; his 

method was analytical. 

(c) Plato, B. C. 429-347- 

(i) Desciple of Socrates for twenty years; his 
great wo^rk is his Republic in which he pic- 
tures the ideal st'ate and outlines his scheme of 
education. 

People are divided into (i) Common peo- 
people, (2) the guardians or citizens, (3) 
the rulers. 

(2) The state is to have absolute power over 
every citizen. 

(3) Boys and girls are to be educated alike; 
suitable playthings are to be provided; beauty of 
mind and body go together; education is compul- 
sory. 

(4) Intellectual more important than physical 
education. 

(5) Originated the first systematic scheme of 
education in history. 

(d) The Home. 

(i) Play was recognized as an important fact- 
or in the childs life. 

(2) Training was intellectual and humane. 



21 

(3) Great attention was paid to the works of 
the po'ets; Httle attention was given to the men- 
tal training of the girls. 

(4) Women were not held in so high esteem 
as in Sparta. 

(e) Athenian Education. 

(i) The father was free to choose for the child 
his school and the charactier of his education. 

(2) The schools were private and under state 
inspection ; a;t six or seven the boy was sent to 
school in charge of a pedagogue. 

(3) He studied gymanstics and music, includ- 
ing reading, writing and a little oi arithmetic. 

(4) The aim of education was the beautiful, the 
ideal was the aesthetic in mind and body. 

(f) Criticisms. 

(i) Recognition of the individual development 
for itihe individual. 

(2) Sought to educate the entire man. 

(3) Acknoiwledged the right of parents to di- 
rect and determine the education of their child- 
ren. 

(4) Excluded women. 

(5) Recognized the value of play. 
Life and Vitality Questions. 

1. In the history of Athens what age forms the 
most brilliant period? 

2. In Athens who were called pedagogues? 

3. Who was the great law giver of Athens ? 



22 

4- Whait great educational truth that has been 
fully recognized by us only within recent years 
was appreciated by the Athenians in the home, 
twenty five centuries ago? 

5. What is the Socratic method of teaching? 

6. What was the dominating idea in Athenian 
education ? 

7. Give criticisms on Athenian education. 

8. What early writers tell us about Socrates^ 
method of instruction? 

9. Which stood higher with the Greeks, the 
disciplinary or the informational value of studies? 

10. Compare the contributlions of the Oriental 
nations to the cause of education with the con- 
tributions Oif the ancient classical nations. 

Chapter VIII. 
7. Sparta. 

(a) Lycurgus, 9th Century B. C. 

(i) Founded the early constitution oif 'Sparta. 

(2) His laws were to check luxury and to in- 
culcate the simplest habits. 

(3) Customs that were the out-growth of his 
laws : 

a. All men ate at a common table. 

b. Children remained silent at table. 

c. Food was of the simplest kind. 

d. Sparta was divided into 9000 parts for 
; each of the noble families. 



23 

e. Iron was the only money. 

f. All children belonged to the state; weak 

ones were cast o^ut. 
(b) Pythagoras, B. C. 582 (?). 

(i) Main thought of Pythagoirean philosophy 
w^as the idea of proportion and harmony. 

(2) Discoivered the Pythagorean theorem in 
geo'metry, viz. that the square of the hypo^tenuse 
of the right angle is equal to the sum of the 
squares of the other twO' sides. 

(c.) The Home. 

(i) The child was left in charge of the mother 
until six or seven years of age. 
. (2) Toys inciting warlike sports were pro- 
vided and childhood was made happy. 

(3) The treatment was humane and intelligent. 

(4) The child was taught implicit obedience 
and modesty. 

(5) The "Iliad" and the ''Odyssey" were the 
bible of the Greeks. 

(6) Spart'an mothers were highly respected by 
their husbands and children ; they were noted for 
their chastity and nobility of character. 

(7) Weak and unpromising children were kill- 
ed oir abandoned. 

(d.) Spartan Educaitioin. 

(i) At six or seven the boy was taken from 
home and the state had entire charge over his 
education. 



2+ 

(2) The education of the boy was ahnost 
wholly physical; he was taught that crime was 
crime only when detected; that he must bear 
blows witho'Ut a murmur. 

(3) Children sa)t at table with men and listen- 
ed, but did not speaik except in answer to^ ques- 
tions. 

(4) The only intellectual education was music; 
reading- and writing were despised. 

(5) At the age of twelve the boy entered upon 
manhood ; from twelve to thirty the same kind 
of training cointinued ; at thirty he became a citi- 
zen and was expected tO' marry. 

(6) Girls also received gymnastic training in 
many cases with 't!he boys. 

Spartan education was military. The end 
sought was physical develoipment and war-like 
heroes, 
(e) Criticisms. 

(a) Pavoirable. 

(i) It produced men and women of beautiful 
physique. 

(2) It checked luxury and extravagance. 

(b) Unfavo-rable. 

(i) It gave little attention to intellectual train- 
ing. 

(2) Martial supremacy is not a staple fo'unda- 
tion. 



25 

(3) It excluded a large part of its inhabitants 
from its benefits. 

(4) It was selfish because it trained only for 
Sparta. 

(5) It taug-ht the duty of man to the state and 
not the du:ty of man to man. 

Life and Viality Questioins. 

1. Why did the Spartans despise reading and 
writing? 

2. What was the dominating idea in Spartan 
education? 

3. Why did the Spartans think so much of the 
"Iliad aud Odyssey"? 

4. What did the Spartans do with weak and 
unpromising children ? 

5. Give two favorable and two unfavorable- 
criticisms oil Spartan education. 

6. For what was Lycurgus noted? 

7. What kind of toys were placed in the hands 
of Spartan children? Why? 

8. For what were Spartan women noted? 
Outline of Athenian and Spartan education. 

Athens. 

(a.) Socrates. 

(b.) Aristo.tle. 

(c.) Plato. 

(d.) The home. 

(e.) Athenian education. 

(f.) Criticisms. 



26 

Sparta. 

(a.) Lycurgus. 

(b.) Pythagoras. 

(c.) The home. 

(d.) Spartan education. 

(e.) Criticisms. 

Chapter IX. 
8. Rome. 

(a) Cicero, B. C. 106-43. 

(i) Greaitiest orator of Rome; as consul he ex- 
posed the conspiracy of CatiHne; incorruptable 
in a corrupt age. 

(2) His pedagogy: 

1. Corporal punishment should be resort- 

ed to only when all else had failed. 

2. Education begins in childhood and is a 

steady growth throughout life. 

3. Memory is cultivated by learning ex- 

ibracts from classic authors. 

4. Amusements and environments of the 
child should elevate refine and develope 
powers. 

5. At the right time some calling should 
be chosen for which the youth is adapted. 

ed. 

6. Religion is the basis of morals therefore 
religious instruction is important. 

(b) Seneca. A. D. 3-65. 



27 

(i) Tutor of Nero, who retained his love for 

him a long" time. Neroi condemned Seneca to 

death. Seneca, although a time server, was the 

most eminent writer, rhetorian and orator of his 

time. 

(2) Seneca's Pedagioigy: 

1. Punishment should be mild and reason- 
able. 

2. Education should correct evil tenden- 
cies in the child; do not flatter him; 

study the character of each child; take 
great care ithat his environment is ele- 
vating and give him but few studies. 

3. The teachers' office is the most impor- 
tant of all. 

(c) Quintilian. A. D. 35-95 (?) 120. 

(i) Fotunded school at Rome and taught it for 
twenty years. Vespasian created for him a chair 
of rhetoric and gave him the title of 'Troiessor 
ol Oratory." 

(2) At fifty-three he retired from his school 
and comimienced to write books. He wrote "In- 
stitutes of Oratory." 

(3) Qtiintilian's Pedagogy: 

I. No corporal punishment; nurses should 
be of high character; amusement 
sho'uld help educate; education should 
begin with earliest childhood; forms 



28 

and names of letters should be learned 
at the same time; individuality of the 
child should be studied. 
2. Children should begin early with a for- 
eign language. 

3. Public schools are better than others. 

4. The climax of education should be 
rhetoric. 

(d) Plutarch. A. D. 50-138. 

(i) Author of "Illustrious Men." 

(2) Opened a school in Rome and lectured 
there on Philosophy. 

(3) Plis essay on the ''Training of Children" is 
the first treatise on Infant education. 

(e) The Home. 

(i) The mother had charge of the early educa- 
tion of the boys. She taught them O'bedience* 
politeness, the "Twelve Tables of the Roman 
Law" and correct pronunciation. 

(f) Elementary Education. 

(i) The elementary schools were in charge of 
literators; they were public, though supported 
by private means; at six or se\^en the boys went 
to these schools in charge of slaves where they 
were taught reading, writing, arithmetic and 
pronunciation. 

(2) The discipline was severe; the purpose was 
to prepare the child for practical life. 



29 

(3) These schools were for children from five 
to twelve years of age; obedience, politeness, 
modesty, cleanliness and respect for the teacher 
were virtues emphasized, 
(g) Secondary Education. 

(i) At twelve the boy entered a school taught 
by an educated man, called literatus. 

(2) Besides the studies of the elementary 
school, Greek, Latin, the poets, history, oratory 
and philosophy were taught. 

(3) This school reached but few Roman 
youths. 

(h) Higher Education. 

(i) At sixteen the boy entered manhood and 
wore the "taga virilis," the dress of men; he now 
chose his calling from oratory, politics, arms, law 
or agriculture and received his instruction in his 
chosen occupation. 

(2) The Roman ideal was the orator. 

(3) The schools were for boys; little attention 
was given to the education of girls except in 
househo'ld duties. 

(4) Education was completed by study in 
Athens and by travel. 

(i) Criticisms, 
(a) Favorable. 

(i) Reman education took great care to instill 
respect for law and obedience to parental and 
civil authority. 



30 

(2) It honored the home and taught respect 
for the mother, 
(b) Unfavorable. 

(i) Roman education was superficial and 
sought to apply Greek culture to Roman con- 
dition and character. 

(2) It ignored the claims of the masses, includ- 
ing women, to equal education and equal rights. 
Life and Vitality Questions. 

1. What was the dominating idea in Roman 
education ? 

2. Who was the tutor oi Nero? 

3. Give some of the leading points in Ouin- 
tilian's pedagogy. 

4. Compare Ouintilian's estimate of the pub- 
lic schools with Locke's. 

5. Coimpare Seneca's success as a tutor with 
Fenelon's work as preceptor of the grandson of 
Louis XIV. 

6. Give two favorable and two unfavorable 
criticisms on Roman education. 



/• 



What five occupations were open to a Ro- 
man sixteen years of age? 

8. What countr}^ was the center of the Ro- 
man empire? Speak of its surface, climate and 
soil. 

9. Give the extent of the Roman empire in 
the time o<f Augustus. 



31 

lo. In general, what form of government was 
that of the Romans? 
Outline of Roman Education. 

(a) Cicero. 

(b) Seneca. 

(c) Quintilian. 

(d) Plutarch. 

(e) The Home. 

(f) Elementary education. 

(g) SecO'nda4ry education, 
(h) Higher education. 

(i) Criticisms. 

Chapter X. 

H. Medieval Education, 
(i) Early Christians. 

(i) Christ as a teacher. 

a. His teaching w^as suited to his hearers. 

b. It was full of illustrations and simple. 

c. It was earnest and full of sympathy. 
(2) Catechumen schools. 

(i) These were schools to give instruc- 
tions in Christianity. 

(2) At the close of the second Century, 
Pro»togenes established a school at 
Odessa in which reading, writing and 
scripture were taught. This was the 
first Christian common school. 



32 

(3) Chrysostom, 347-407 A. D. 

(i) Teacher must lower himself to the 

caipacity of his pupils. 
(2) Religious instruction is an essential 

factor of school work. 

(4) Basil the Great. 

One oi the foremost fathers of the church. 

(5) Catechetical schools. 

(i) The principal school was at Alexan- 
dria, A. D. 181, under Pantaemus. 

(2) The purpose of these schools was that 
the Christians might fortify them- 
selves against their opponents. 

(3) The method of instruction was largely 
that of catechising. 

(6) Clement of Alexandria, 150-220 A. D. 

(i) Great teacher and father of the church. 
(2) He sought to harmonize philosophy 
and relig"ion. 

(7) Origin, 186-253 A. D. 

Under Origin the Catechetical school at 
Alexandria reached its height. 

(8) Tertullian, 150-230 A. D. 

He was the founder of christian Latin lit- 
erature and opposed to everything 
pag^an. 

(9) St. Augustine, 354-430 A. D. 
The greatest of church fathers ; he wished 



33 

to exclude pagan literature from the 
schools. 
(2) Monastic education. 

(a) Monasteries. 

(i) Establishtd the third century A. D. ; be- 
came powerful the sixth century. 

(2) Teaching based 011 authority and not upon 
free investigation. 

(b) St. Benedict. 

(i) The founder of the Benedictines, 529. 
(2) His two important principles were- indus- 
try and strict discipline. 

(c) The Benedictines. 

(i) Educatio-nally the most important monas- 
tic order. 

(2) Founded by St. Benedict, 529. 

(d) Alcuin (of England) 735-804. 

(i) Instructor of Charlemagne and Benedic- 
tine teachers; he either founded or assisted many 
of the famous universities of France. 

(e) Boniface (of Germany.) 
(i) Benedictine teacher. 

(f) Thomas Aguinas, 1225- 1274. 

(i) Benediotiine teacher, the founder of Do- 
minican schools which exalted the understand- 
ing; he was a master of the deductive method of 
Aristotle and its application to theology. 

(g) Duns Scotus, 1265- 1308. 



34 

(i) The founder of Franciscan schools which 
exalted the will as the highest principle, 
(h) Abelard, 1079 . 

(i) He made Paris the center of the scholastic 
movement and was Processor in the University 
of Paris; he stood for independence of thought 
• in 'theology and in method of instruction, 
(i) The Trivium. 

(i) Grammar, reading and writing. 

(2) Rhetoric. 

(3) Logic. 

(j) Quadrivium. 
(i) Arithmetic. 

(2) Music. 

(3) Geometry. 

(4) Astronomy. 

The Trivium and Quadrivium were the ''Seven 
Liberal Arts." 
(3) Schoiasiticism. 

(i) Organized to. defend Christian doctrine on 
the principles of the deductive logic of Aristotle. 

(a) Abelard. 

(b) Thomas Aquinas. 

(c) Duns Scotus. 

(d) Benefits of Scholasticism. 

(i) Tried to harmonize philosophy with Chris- 
tian philosophy. 

(2) 'Sought to base learning on reason and in- 
vestigaitiou. 



35 

(e) Criticisms. 

This age has no physical science, no history, 
nor ethics. 

Its education and culture were one-sided and 
imperfect. 
Life and Vitality Questions. 

1. Give five pedagogical principles used by 
Christ that are today recognized as fundamental. 

2. Give the purpose of the Catechumen and 
Catechetical schools. 

3. Who established (a) the first Christian com- 
mon school? (b) the Catachetical school at Al- 
exandria ? 

4. Who was the founder of Christian Latin 
literature ? 

5. What did St. Augustine think should be 
done with pagan literature? 

6. Who foiunded the Benedictines? 

7. W^ho fotmded (a) the Do^minican schools? 
(b) the Franciscan schools? 

8. For what was Abelard noted? 

9. Give the seven liberal arts. 

10. What was Scholasticism? 

11. Give six men identified with Scholasticism. 

12. Give a favorable and an unfavorable criti- 
cism of Scholasticism. 

13. What kind of intellectual power was most 
prized in the times of the "Schoolmen"? 



36 

14. The meithods and spirit of Aristotle char- 
acterized the middle ag^e. Why? 

15. The "Schoo'lmen" did not practice the "in- 
ductive method." Why? 

16. During what educational period was "in- 
telligence the prisoner of the syllogism" ? 

17. Wha;t! left Europe in the intellectual and 
moral nig-ht oif the middle ages? Medieval Edu- 
cation outlined as far as Charlemagne. 

(i) Early Christian. 

(i) Chrisit as teacher. 

(2) Catechumen schools. 

(3) Chrysosto'm. 

(4) Basil the Great. ■ ' 

(5) Catechetical schools. 

(6) Clement of Alexandria. 

(7) Origen. 

(8) Tertullian. "^"^^'^ 

(9) St. Augustine. 
(2) Monas'tk Education. 

(a) Monasteries. 

(b) St. Benedict. 

(c) The Benedictines. 

(d) Alcum. 

(e) Boniface. ' „ 

(f) Thomas Aquinas. 

(g) Duns Scotus. 
(h) Abelard. 



37 

(i) The Trivium. 
(j) The Ouadrivium. 
{3) 'Scholasticism. 

(a) Abelard. 

(b) Thomas Aquinas. 

(c) Dons Sco'tus. 

(d) Benefits of Scholasticism. 

(e) Criticisms. 

Chapter XI. 

{4) Charlemagne. 

(i) He was the greatest ruler of the middle 
ages; ruled over territory now including France, 
Germany, parts of England, Austria and Italy; 
was Emperor of Rome, 800. 

(a) His Education. 

(i) That of a knight; the most learned men 
taught him. 

(b) General Education. 

(i) Taught that the church was subordinate 
to the state. 

(2) Seven Libe)ral Arts the basis of instruc- 
tion. 

(c) Work of Charlemagne. 

(i) Introduced compulsory education and 
wished for universal. 

(2) Believed in education of women. 

(3) Demanded great educational qualifications 
of the clergy. 



38 

(5) Alfred the Great. 

(a) His Education. 

Gave much attention to hterary matters ; trans- 
lated many portions of the Bible into Anglo- 
Saxon. 

(b) His work in education. 

(i) Established many moinasteries and made 
them centers of learning. 

(2) Assisted in laying the foundations from 
which Oxford University grew. 

(3) Attended chiefly to the education of the 
higher classes. 

Life and Vitality Questions. 

1. Show how the distinction made in the pup- 
poises of Charlemagne and Alfred the Great, in 
regard to education, has been perpetuated till 
the present time. 

2. Oultiside oi JeA\ish history who first intro- 
duced compulsory education ? 

3. Who was the first instructor of Charle- 
magne? 

4. Outline Charlemagne — 

(a) His education. 

(b) General education. 

(c) Work c4 Charlemagne. 
(5) Alfred the Great — 

(a) His education. ' ^ 

(b) His work in education. 



39 



(6) Feudal Education — 
(a) Feudalism. 
Men of large landed possessions gained the al- 
legiance of vassals by gifts of land, in return for 
which the vassals bound themselves to defend the 
men of large landed possessions in case of attack. 
Chapter XII. 

(b) Fudal Education. 

The seven perfections of ithe Knights were: 
hoTsemen, swimming, use of bow and arrow, 
swordmainship, hunting, chess playing and verse- 
making. 

(c) The Education of the Knight. 

(i) Period. First seven years were spent at 
home under the mother's care who taught him 
obedience, politemess and respect for older per- 
sons. 

(2) Period He was placed under the care of 
some friendly knight. Here he remained until 
fourteen, under the care of the lady whom he 
served as page; was taught music, poetry, chess, 
courtly manners and proper treatment of women. 

(3) Period. He became esquire to the knight 
and was taught art of war, of riding and joust- 
ling, and fencing,; at twenty one he was knighted. 
He now took vows to speak the truth, defend 
the weak, honor womanhood and use the sword 
for the defense oi Christianity. 



40 

(d) Education of Women. 

(i) Girls were taught domestic arts, etiquet, 
reading and writing, 
(f) Criticisms of Feudal Education. 

(i) Honored women. 

(2) It was a splendid example of Chivalry. 

(3) It despised intellectual training. 

(4) It lacked the elements of progress. 

(7) The Crusades. 

(a) Cause. The Saracens had over run and con- 

quered tt'he holy land. The christian 
nations of the west attempted to re- 
cover this land from them. 

(b) Educatioiial results. 

(8) Rise of the Universities. 

(a) Origin. 

(i) Saracenic schools of Bagdad, Alex- 
andria and Cordova. 
(2) The Cathedral and Mo'uastery schools. 

(b) When begun — 11 00. 

(c)) Some of the earliest Universities. 

Salerno, Italy, iioo, taught medicine. 

Bo'logna, Italy, taught law. 

University of Paris. 

Oxford, 1 1 40; Cambridge, 1200. 

Prague, 1348, oldest German University, 
(d) Rapidity of movement — very great. 

(9) Mohammedan Education, 
(a) Mohammedanism. 



41 

A. D. 622. This teaches that Mohammed 
is greater than Jesus. One God and 
Mohammed is his prophet. 

(b) Education. 

Translated works of Aristotle and other 
Greek authors. 

Studied every branch of knowledge. 

Had elementary, higher schools and uni- 
versities. 

Schools began to decline in the eleventh 
century. 

(c) Mohammed — Founder of Mohammedan- 

ism 

(d) The Koran— The Bible of the Moham- 

medans. 
Life and Vitality Questions. 

1. What was Feudalism? 

2. Describe the education of a Knight. 

3. Give the cause of the Crusades of the edu- 
cational results. 

4. What book is used among the Moham- 
medans as a Bible? 

5. Name the first universities. 

6. Give the origin of universities. 
(6) Feudal Education. — Outline. 

(a) Feudalism. 

(b) Feudal education. 

(c) The education of a knight. 



42 

(d) Education of women. 

(e) Criticisms. " 

(7) The Crusades. 

(a) The cause. 

(b) Educational results. 

(8) The rise of the Universities. 

(a) Origin. 

(b) When begun. 

(c) Some of the earliest Universities. 

(d) Rapidity of movement. 

(9) Mohammedan Education. 

(a) Moihammedanism. 

(b) Education. 

(c) Mohammed. 

(d) The Koran. 

Chapter XIII. 

III. Modern Education. 
I. The Renaissance. 

(a) Causes. 

(i) Decay of feudalism. 

(2) Invention of printing. 

(3) Invention of gunpowder. 

(4) Invention of mariners compass. 

(5) Crusades. 

(6) Downfall of Co^nstantinople. 

(b) The Humanists. 

I. Dante, 1265-1321. He established the Ital- 
ian language in literature. 



43 

2. Petrarch, 1304- 1374. Real founder of Hu- 
manism. 

3. Boccaccio', 1313-1375- Humanistic leader 
of Italy. 

4. Agricola, 1443- 1485. First prepared the 
northern countries for humanism. 

5. Reuchlin, 145 5- 1522. First great German 
humorist. 

6. Erasmus, 1467- 1522. (i) Supreme literary 
authoiri't'y of the world. (2) Pedagogy. 

(i) The first subect to be learned is gram- 
mar. 

(2) After the seventh year the child must 
begin earnest work. Latin and Greek 
should be studied together at an early 
age. 

(3) Knoiwledge is gained from many sour- 
ces. 

(4) The mother is the natural educator of 
the child in his early life. 

(c) The Reformers. 

1. Luther. 1 483- 1 546. (i) Gave the German 
people a language by his translation of the 
Bible. (2) Laid Ithe foundation of the Ger- 
man common school system. 

2. Melancthon, 1497-1560. Author of many 
text-books for schools and of the Saxony 
School system. 

3. Sturm, 1507 -1589. Organized Strasburg 



44 

Gymnasium, especially its course of stud^ 
which shaped the work in the classical 
schools for many years. 

(4) Trotzendorf, 1490- 15 56. Introduced self- 
government on the part oif it'he students. 

5. Ne'ander, 1 525-1 595. Favored the teach- 
ing of geography, history and natural 
sciences. 
' (d) Characteristics of >the renaissance. 

(i) RecO'gnition of individual worth. 

2. Use of the mother tongue as a written lan- 
guage. 

(3) Growth of modern science. 

(4) Greater attention given to the education of 
women. 

(5) Change in the cource of study and methods 
of teaching. 

2. The Jesuits. 

(a) Jesuit education. 

(i) Taught the necessity of trained teachers. 

(2) Neglected primary education. 

(3) Taught youths who were entering man- 
hood. 

(b) Loyola, 1491-1556. 
Originator of the Jesuits. 

(c) Educational work of the Jesuits. 

(i) In higher education, the educational work 
of the Jesuits was by far the most efficient 
and successful of any during the sixteenth. 



45 

seventeenth and eighteenth centuries. 
(2) The chief means used to secure results was 
emulation. 

3. The Po^rt Royalists or Jansennists. 

(a) Their purpose. 

(i) To check the progress of the Jesuits. 
(2) To proimoite greater spirituality in the 
Cathoilic church. 

(b) Their comtributions to education, 
(i) Phoiiic method of spelling. 

(2) The first instance in which object teaching 
was taught as a principle. 

4. Other Sixteenth Century Educators. 

(i) Ascham:, 151 5-1568. English educator, 
(a) His woirk and theories. 

(i) Author of Shoolmaster, the first edu- 
cational classic in English 

(2) Rabelais, 1483-1553. 

(a) His work and theories. 

(i) Author of (i) "Gargantua," (2) 'Tan- 
tagruel." He introduced realism in- 
to education. 

(3) He advocated the study of letters, of 
nature, of science of morals and re- 
ligion, of physical well-being. 

(3) Montague, 1 533-1592. 
(a) His experience. 

i His experience at school and college 



46 

caused him to oppose corporal punish- 
ment. 

(b) Work— ''Essays." 

(c) Theories. 

(i) Training and .use of the senses. 

(2) Study of the sciences. 

(3) Learn mother tongue first then the 

lang-uages of our neighbors. 

(d) Convictions. 

(i) Abohtion of corporal punishment. 

(2) The beautifying of the school room. 

(3) Makes no provision for the education 

of women and expresses great con- 
tempt for their abilities. 
Life and Vitality Questions. 

1. What do'cs renaissance mean? 

2. Give the causes of the Renaissance. 

3. What is humanism? 

4. Give the names of five Humanists? 

5. Give two leading educational ideas of Eras- 
mus. 

6. Name two great things that Luther did for 
education. 

7. Name five leading educational reformers? 

8. What system of goivernment did Trotzen- 
dorf introduce into the schools? 

9. Give itJhe characteristics of the Renaissance. 

10. Give two favorable and two unfavorable 
criticisms of the Jesuits. 



47 

11. Give two purposes of the Port Royalists. 

12. Give two leading conitributions of the Port 
Royahsts to education. 

13. Who was the author of the "Double Trans- 
lation Method"? 

14. Name 'the author of " Gargantua " and 
''Paulagruel." 

15. Who introduced realism into education? 

16. Who originated the order of the Jesuits? 

17. For what was Sturm noted? 

18. What other name was given to the Port 
Royalists ? Why ? 

19. Why was Montague oppo-sed to corporal 
punishment ? 

20. Give one unfavourable criticism on the con- 
victions of Montaigne. 

21. Compare the work oif teaching before and 
after the invention of printing. 

Outline III. Modern Education. 

1. The Renaissance. 

(a) Causes. 

(b) The Humanists. 

I. Dante. 2. Petrarch. 3. Boccaccio. 4. 
Agrico'la. 5. Reuchlin. 6. Erasmus. 

(c) The Reformers. 

I. Luther. 2. Melancthon. 3. Sturm. 4. 
Trotzendorf. 5. Neander. 

(d) Characteristics of the Renaissance. 

2. The Jesuits. 



48 



(a) Jesuit educaition. 

(b) Loyola. 

(c) Educational Work of the Jesuits. 
3 The Port Royalists or Jansennists. 

(a) Their purpose. 

(b) Their contributions to education. 

4. Other Sixteenth Century Educatoirs. 

1. Aschaiii — His work and Theories. 

2. Rabelais — His work and Theories. 

3. Montaigne: — His experience, work, theories 
convictions. 

Chapter XIV. 

5. Seventeenth Century Educators. 
I. The Commonwealth in England. 

The civil war resulted in the death of Charles 
I, and the establishment of the Common- 
wealth under Cromwell. 

(a) The Thirty Years'War in Germany. 

(i) Fro-m 1618 till 1648. The Peace of West- 
phalia secured religious liberty to all men. 

(2) Northern Germany, Austria, France, Hol- 
land, Denmark and Sweden as well as minor 
coiuntries, were involved in this war. 

(b) The Educational Situation at that Time. 

(i) In characfier, in intelligence, and in moral- 
ity, the German people were set back two hun- 
dred years. 



49 

(2) Schools were abandoned, colleges gave up 
their charters ; people were content to let their 
children grrw up in ignorance. 

Bacon, 1 561-1626. (a) His writings and teach- 
ings. 

Author Oif Noivum Organum. 

In this we find his Inductive method, which 
laid the foundation of all future scientific re- 
search. It teaches how investigation- is to be 
made and gives direction to all later education. 

3. Raitke. 

(a) His pedagogical teachings. 

(i) Everything after the order and course of 
nature. 

(2) One thing at a time. 

(3) One thing again and again repeated. 

(4) Nothing shall be learned by heart. 

(5) Knowledge O'f the thing itself must be 
given before that which refers to the 
thing. 

(6) Uniformity in all things. 

4. Comeniu. 

(a) His pedagoigical work. 

(i) Author oif ''Gat'es of Tomgues Unlock- 
ed," ''Great Didactic," Orbis Pictus," 
the first illustralted text book. 

(2) He was the originator of the principles 
and methods of the Innovators. 

(3) He was a great educational systeatist. 



50 

(b) His scheme for a school system. 

This scheme divides the firs't twenty-four years 
which it coivers into four equal periods of six years 
as follows : 

(i) Infancy,or the mother school, from birth 
(2)) Boyhood, the venacular or National 
School, from six to twelve. 

(3) Adolescence, the gymnasium or Latin 

school, from twelve to eighteen. 

(4) Yo'Ultlh, the University (including travel) 

from eighteen to twenty-four. 
This scheme, wnth variation of details, forms the 
basis of the school system. 

(c) His educational principles. 

(i) If we would teach and learn surely, we 
must follow the order of nature. • 

(2) Proceed from the easy to the difficult, from 
the near to the remote, from the general to the 
special, from the known to the unknown. 

(3) Make learning pleasant by the choice of 
suitable material. 

(4) Fix firmly by frequent repetitions and 
drills. 

(5) Let all things advance by solid steps, . so 
that everything taught today may give firmness 
and stability to what was taught yesterday and 
point the way to the work of tomorrow. 

(6) Let everything that is useless be taken 
from teaching. 



51 

(7) Learn to do by doing. 

(8) Each languiage should be learned seperate- 
ly and by use with familiar things. 

(9) The well ordered life of parents, nurses, 
teachers and school fellows is impoirtant for child- 
ren; but precepts and rules must be added to ex- 
amples. 

(10) The Bible is very important in Christian 
schools. 

5. Milton, 1608-1674. 

(a) His scheme of education. 

This has a unity of purpose from the elementary 
schoo'l to 'the university and seeks to make the 
school more practical. 

(b) Outline school premises should consist O'f a 
spacious house with large school grounds intend- 
ed for 130 students from twelve to twenty-one 
years O'f ag'e, who are to finish their secondary 
and university education in the same school. 

(2) Course of study to be finished at sixteen, 
(i) Latin grammar," arithmetic, geometry, 

in translation. 

(2) Latin authors, geography, natural phil- 
osophy. 

(3) Greek, trigonometry, architecture, en- 
gineering, navigation, anatomy, medi- 
cine. 

(3) Course from sixteen to twenty-three. 



52 



Ethics, politics, poetry, law, Hebrew Phys- 
ical exercises daily practiced. 
(4) When twenty-three. 

The young man should travel abroad and 
become acquainted wdth geography, his- 
tory, politics of other countries. 

6. Locke, 1 632- 1 704. 

(a) His idea regarding public education. 

(i) Locke did not believe in universal edu- 
cation nor in public schools. 

(2) He would establish working schools a 
sort of material training school for the 
w^orking classes (First in history.) 

(3) Only gentleman were provided for in his 
sys'tem of education, which emphasized 
in physical education the hardening 
process ; in intellectual education, prac- 
tical" utility; in moral education, the 
principal of honor. 

7. Fen el on, 1 651 -17 15. 
(a) His pedagogy. 

(i) Systematic care of the body. 

(2) All instruction must be made pleasant 
and interesting. 

(3) Let punishment be as light as possible 
and given privately as a rule. 

(4) Present the thing before its name. In- 
vestigate, use curiosity. In the use of 

, curiosity Fenelon was a disciple of 



53 

Bacon and Comenins and a prophet to 
Pestalozzi. 

(5) Allow nothing to be committed to mem- 
ory that is not understood. 

(6) Girls also must share the benefits of ed- 
ucation. Special attention should be 
given to teaching them m'odesty, gentle- 
ness, piety, household economy, the 
ddties of their station in life and mother- 
hoiod. 

(7) Morality should be taught early and by 
means of fables, stories and coaicrete 

examples. 

(8) Proceed from the near at hand to the re- 
mote. Mother tongue first, living lan- 
guages and then the classics by conver- 
sation. 

(9) Example is of great importance to 
motherhood. 

(b) His writings of Girls. 

(i) Education of girls. ''Talemachus," this 
was for the moral and political instruc- 
tions of the prince. 

''Dialogues of the Dead," these gave in- 
structio'U in history. 

"Fables," these are to teach the prince 
moral an intellectual lessons. 

(c) His Noted Pupil. 



54 

This was the grandson of Louis XIV, the 
young Duke of Be r gundy. 

The boy was eight years of age, passionate, 
hard to control, yet warm hearted. The prince 
became affectionate, docile and obedient, but 
died before coming to the throne so the test 
was not final-. 

8. La Salle, 1651-1719. 

(a) The chie'f features of his work. 

(i) We owe to La Salle ''The Simultaneous 
Method of Instruction." 

(2) The first Normal 'School established at 
Rheinis, France, ih 1684. 

(3) A dignifying of the teacher's profession by 
setting apart trained persons who should give all 
their time to^ the work of teaching. 

9. The Pietists, 1663-1724. 

Pietismas, a moivement in Germany which 
sought to revive spiritual life in the Lutheran 
' church. The originator was Spaneer. 
(a) Their work. 

Founded the University of Halle. Their Vork 
began during the latter part of the seven- 
teenth century and extended to the first half 
of the eighteenth century. The greatest 
Pietists w^as Francke. The Pietists did great 
work, revived Biblical study in Germany; im- 
proved the character of teachers. 



55 

lo. Francke, 1663-1727. 

(a) His work. 

(i) Founded the institutions at Halle. 
(2) Celebrated as theologian, philanthropist 
and teacher. 

(b) The Institutions at Halle, 
(i) Training of teachers. 

(2) Estalblished a pedago^gical class which is 
the inception of the Normal School. 

(3) AccoTding to some he founded the Real 
school of Germany, but the best authorities give 
this credit to Prof. Weigel of Jena. 

Life and Vitality Questions. 

1. What w-as the educational situation at the 
time of the ''Thirty years' war"? 

2. What system of education did Bacon intro- 
duce? 

3. Most oi the principles of Ratke were peda- 
gog-icaUv sannH. Why was not he a success? 

4. Give 'the title and author of the first illus- 
trated textbook. 

5. Give two pedagogical works by Comenius. 
%. 'State Comenius's scheme for a school sys- 
tem. 

7. Give four leading educational principles 
stated by Coimenius. 

8. Give a criticism of Milton's scheme of edu- 
cation. 

9. What was Locke's idea of public schools? 



56 

10. Wherein did Fenelon anticipate Froebel? 

11. In the use of what was Fenelon a disciple 
O'f Baco'n and Comenius aind a prophet to Pestal- 
ozzi ? 

12. Give an unfavorable criticism of Lockes 
system of education. 

13. Compare Montague with Fenelon in re- 
gard to the education of womien. 

14. What use did Fenelon make of (a) "Rale- 
machus" (b) ''Dialogues of the Dead" (c) "Fa- 
bles" — in the Education of his noted pupil? 

15. Give three chief features of La Salle's 
work. 

16. What was Pietism and who originated it? 

17. Francke founded what institutio'ns? 

18. Why has the study of history been so much 
neglected? 

19. What was Plato's esttimate of the value of 
the study of history? 

20. What idea of Locke anticipates the pres- 
ent manual training schools? 

21. Give Locke's idea of learning a foreign lan- 
guage and itell wherein it differs from Ascham's 
method. 

22. What development has taken place in the 
education of women? 

23. The humanism of the sixteenth century 
was fo'llowed bv what movement? 



57 

24- How is Comenius indebted tO' (a) Bacon 
(b) to Ratke? 

25. Locke is indebted to what French writer? 

26. Name two prominent advocates of the 
study of the mother tongue before Latin and 
Greek, and two of the study of Latin and Greek 
before the mother tongue. 

Outline Seventeenth ■Century Educators. 

(1) The Comimonwealth in England. 

(a) The thirty years' war in England. 

(b) The educational situation at that time. 

(2) Bacoin. 

(a) His writings and teachings. 

(3) Ratke. 

(a) His pedagogical teachings. 

(4) Comenius. 

(a) His pedagogical teachings. 

(b) His scheme for a school system. 

(c) His educational principles. 

(5) Milton. 

(a) His scheme of education. 

(b) Outline scheme. 

(6) Locke. 

(a) His idea of regarding public schools. 

(7) Fenelon. 

(a) His pedagogy. 

(b) His writings. 

(c) His noted pupils. 



58 

(8) La Salle. 

(a) The chief features of his work. 

(9) The Pietists, 
(a) Their work. 

(10) Francke. 

(a) His work. 

(b) The institutions at Halle. 

Chapter XV. 

6. Modern Educators. 
(1) Ro'usseau. 

(a) His literary works. Author of "Confes- 
sions," "Social Contract," "Emile." 
Outline of "Emile" : 

(i) Physical education beg-ins at birth, speech, 
gesture and expressions should be carefully 
watched and studied. 

(2) The second period begins with the childs 
ability to speak and lasts until the twelfth year; 
the important work of this period is the training 
of the senses, little moral and absolutely no re- 
ligioius training. The only habit that a child 
shoiuld form is to contract nO' habit. 

(3) The next period extends from twelve to 
fifteen. Emile must get all necessary culture in 
this oerioid. 

(4) Period of adolesence at fifteen. Now mor- 
al and religions education begin. Rousseau pre- 



59 

fers that no religious instruction should be given 
before the eighteenth year. 

(5) Rousseau noAv created in Sohpie the ideal 
wife for Emile. 

(i) Woman is to be educated not for her- 
self but that she may help man. 

(b) His (Roiusseau's) Pedagogy. 

(i) He made the child the center of pedagog- 
ical study. He may be called the originator of 

child study. 

(2) Study is to be on a psychological basis. 

(3) The develoipment of the child is to be along 
the line O'f natural growth and in contact with 

nature. 

(4) Rousseau gave a new direction to the the- 
ory and practice oi teaching, which more practi- 
cal educators have worked out into the general' 
reform of educational practice. 

(c) Criticisms — Weak Points. 

(i) Woman's own happiness or development 
do-es not enter into his scheme. 

(2) The second period of Emile's education 
from the time he can speak until the twelfth year, 

Rousseau savs during this time the only habit 
that Emile should form is to contract no habit. 
The first twelve years of a child life are the best 
years to form right habits, here Rousseau is peda- 
gogically wrong. 

(3) Rousseau prefers that no religious in- 



60 



structioii should be given before the eighteenth 
year, this is wrong. 

(4) Roiusseau says : ''Everything is good as it 
comes from the Author of Nature. Everything 
degenerates in the hands of man." In fact, from 
birth man is neither good nor bad. 

Basedow, 1723- 1790. 

(a) His Writings. 

''Elementary" contains his coiiiplete scheme of 
education. "Book of Methoda" is the greatest 
educational writing. 

(b) Basedow's Philanthropin. 

This experiment at Dessan toward the solu- 
tion of the problem of education gives Basedow 
a place among the great educators of the world. 
This experiment was crude but it has borne fruit 
in modern schools and their methods. The tra- 
ditional methods were set aside and everything 
was done according to nature. Vivacity, loveli- 
ness, coiisitant appeal to the senses and great 
skill in arousing interest marked the Philan- 
throipin. 
Pestialozzi, 1 746-1827. 

(a) His Schooling. 

(i) As a school boy he was not brilliant but by 
no means dull ; he could grasp content better 
than form.. 

(2) Received but a limited education at school. 

(b) His life purpose. 



61 

(i) Love for humanity and desire to amelio- 
rate suffering. 

(c) His writings. 

(i) "Evening Hours of a Hermit," 1780. 

(2) "Leonard and Gertrude," his best book, 
1781. 

(3) "How Gertrude Teaches Her Children." 

(d) His work at Stanz. 

When fifty-three, he opened a school in an 
empty convent. He took into this school out- 
cast children. On account of the French soldiers 
the school was made houseless and had to be 
abandoned after less than five months existence. 

(e) His w^ork at Burgdorf. 

He was chosen assistant at Burgdorf. Dis- 
missed from this school he united with Krusia in 
founding a private school. He was now on the 
road to success and fame. In 1804 he was oblig- 
ed to vacate his quarters at Burgdorf. 

(f) His work at Yeardon. 

Next he moved to Yeardon, into an old fort- 
ress. During the first five years there was great 
prosperity, bu^t after a time private ambitions 
and personal jealousies crept in and destroyed 
harmony. 

(g) His work. 

(i) He showed how the theories of Comenius 
and Rousseau could be applied. 



62 

(2) Education consists in the harmonious de- 
-^-elop-ment of all the human powers. 

(3) The greatest lesson that Pestalozzi taught 
is emibodied in the word 'love." 

(h) His system of Education. 

(i) Harmonious development of all the pow- 
ers. 

(2) Deivelopmeint should follow the order of 
nature which requires that the child should be 
taught with other children. 

(3) Instruction based on observation. 

(4) Moiral instruction is to be secured in the 
home. The Mother is the early educator of the 
child. All exercises should tend to promote good 
conduct. 

(5) Practice in the matter of reproof. Kind. 
Showed sympathy, interest and love for the child. 

(6) Practice in the matter of punishment and 
dliscipline. Work made interesting. Discipline 
established and regulated by love. 

(7) Ideas oil Home Education. There should 
be thorough home education. The mother is 
the first natural teacher of the child in its early 
life. Mothers should be educated. 

4. Froebel, 1 782-1 852. 
(a) His Philosophy. 

(i) Education is a progressive evolution, each 
stage preparing for its subsequent one and grow- 
ing gradually into it. 



63 

(2) The faculties should be developed by arous- 
ing voJumtary activity, hence the play work of .the 
kindergarten. Knowledge and activity are close- 
ly related. Preception included in the use of eye 
and hand. Physical and mental activity should 
combine. 

(3) Social action. The child belongs to the 
family, state and society. 

(4) Religion is the culminatioii oif the educa- 
tion. To moral training belongs the direction of 
conduct and conduct is occupied with the larger 
part of life. 

(5) Education is founded on the study of the 
child's mind. The teacher shoiild adapt all his 
work to the child's needs. 

(b) His Relation to> the kindergart'en. 

Child nature requires an entrance school, that 
stands between the family and the primary 
school. This is the kindergarten which is the 
invention oif Froebel. The kindergarten repre- 
sents adapting the teachers work to the pupils 
mind. 

(c) His writings. 
"Education of Man." 

''Songs for Mother and Nursery." 

(d) Purpose of the Kindergarten, according to 

Froebel. 
To take the oversight of children before they 
are ready for school life; to exert an influence 



64 

over their whole being in correspondence with 
its nature; to strengthen their bodily powers; to 
exercise their senses; to employ the. mind, :to 
make them thoughtfully acquainted with the 
world of nature and man ; to guide their heart 
and soul in the right direction and to lead them 
to the Origin of all "Life and to unison wth Hmi. 

(e) Kindergarten Demands. 

(i) Physical growth and well being must be 
cared for by training of every muscle in the body 
and the special training of the hand. 

(2) Gradual development of the mental facul- 
ties in the order pointed out by Pestalozzi. 

(3) Moiral culture reached by all possible in- 
centives to well doing. 

(4) Aesthetic culture must develope taste and 
lead to an appreciation and creation of the beau- 
tiful. 

(5) As a result the child must possess full 
physical health and strength and be able to rec- 
ognize the true, the good and the beautiful. 

(f) Practical Kindergarten Outlined. 

(i) Instruction begins from three to five years. 

(2) Place. The children are brought together 
in a pleasant room where are found all the things 
necessary for all their plays. 

(3) The kind of play that each child is sug- 
gested by 'the teacher and it is so conducted that 
the play teaches an important lesson. 



65 

(4) The teacher tells but little and leaves the 
child to discoA'er for himself. 

(5) Singing is one of the leading agencies used 
to cultivate the aesthetic nature. 

(6) Playing in the sand is turned to good ac- 
count in the teaching of form of quantity, and of 
clay modeling. 

(7) The laws of nature Froebel makes the 
childs' laws and rules of play. 

.5 Herbert, 1 776-1 841. 

(a) Teacher. 

For three years he was tutor in a family. This 
was his only experience in teaching children. The 
children were aged eight, twelve and fourteen. 

(b) Pro'fessor. 

(i) In 1802 he was "Private Docent" at the 
University oi Gottingen. 

(2) In 1809 he was called to the chair of phil- 
osophy at Konigsberg, once occupied by Kaut. 

(c) Writer. 

(i) Author oi "A. B. C. oi Observation.'^ 
(2) General Pedagogy. 

(d) His Practice school. 

He had the first practice school in connection 
with the chair of pedagogy in a university. 

(e) His pedagogical work. 

He was the first to elevate pedagogy to the 
dignity of a science. 

(f) Analysis of his didactics. 



66 

(i) The pupil's circle of thought should be so 
formed that right judgment and right willing 
may be the outcome. 

(2) Its specific object is to stimulate and de- 
velope many sided, harmonious, direct interest. 

(3) The sides oi interest must be considered. 

1. Interest of knowledge. 

a. Emperical. 

b. Speculative. 

c. Aesthetic. 

2. Interest of association with others. 

d. Sympaithe'tic. 

e. 'Soicial. 

f. Religious. 

(4) The matter of instruction is contained in 
the sciences. 

(5) Instruction demands of the pupil attention, 
absorption and reflection. 

^ (6) The matter of instruction is brought to the 
child by things themselves or models and pictures 
or by language. 

(7) To bring connection and unity, all instruc- 
tion must be concentric. 

(8) Instruction is analytic or synthetic. 
6. Horace Mann, 1796-1859. 

(a) As Statesman. 

He w^as in the State Legislature of Massachu- 
setts and also represented that State in Congress 

(b) As Educator. 



67 

He was made Secretary of the Massachusetts 
State Board of Education; he visited all parts of 
the State lecturing to parents and stimulating the 
teachers. He continued this work for twelve 
years and presented its results in his 

(c) Annual Reports. 

He visited Europe, studied the schools. 

(d) What he did for humanity. 

(i) Improvement of the common school sys- 
tem of the United States. 

(2) Establishment of free schools. 

(3) Founding Normal Schools where teachers 
might be trained. 

(4) Having milder means of discipline adopted. 

(5) Impro'vement of common school houses. 

(6) Better support of schools. 

(7) Better methods of instruction. 

(8) Inspiration to teachers. 
Life and Vitality Questions. 

1. Give the purpose of the Kindergarten ac- 
cording to Froebel. 

2. What does a Kindergarten demand? 

3. Describe in outline a Kindergarten and 
show how it differs from an ideal Primary school. 

4. Give a brief account of the origin of the 
Kindergarten. 

5. What did Pestalozzi consider his greatest 
discovery? 

6. Illustrate Pestalozzi's use of this discovery.. 



68 

y. Mention one way in which Pestalozzi's ideas 
regarding home education were given to the 
world. 

8. How did Pestalozzi deal with (a) moral in- 
struction, (b) reproof, (c) punishment? 

9. Define and illustrate apperception, correla- 
tion, instinct, habit. 

10. Wherein does Pestalozzi differ from Rous- 
seau on '^nature"? 

11. The student sho'uld construct his own ap- 
paratus in physics. Give a reason for or against 
this. 

12. Which takes the higher ground touching 
the influence of home life, Rousseau or Pestal- 
ozzi? Why? 

13. Give an outline of the Didactics of Her- 
bart. 

14. Horace Mann's Seventh Annual Report 
contained the results of what investigation? 

15. Give five ways in which Horace Mann help- 
ed humia nifty. 

16. Give the title of tw^o works of Herbart. 

17. What was Rousseau's most celebrated 
work? 

18. Give three criticisms on Rousseau's most 
celebrated Emile. 

19. Name three leading countries of Europe in 
which attendance is now co-mpulso-ry. 

20. Give two prominent features of the educa- 



69 

tional system of (a) Locke, (b) Pestalozzi, (c) 
Froebel, (d) Herbart, (e) Rousseau. 

21. Tell wherein Froebel differed in theory 
with Pestalozzi. 

2.2. Pestalozzi's ''Leonard and Gertrude" dealt 
with what class of persons? 

2-^. Which was the " stronger private character, 
Rousseau or Pestallozzi? Why? 

24. What was the educational value of Base- 
dow's philanthropin? 
Outline Compleited on Modern Education. 

1. Rosseau. 

(a) His literary works. 

(b) His pedagogy. 

(c) Critcismsj — weak points. 

2. Basedow. 

(a) His writings. 

(b) Basedow's Philanthropin. 

3. Pestalozzi. 

(a) His schooling. 

(b) His life purpose. 

(c) His writings. 

(d) His w^ork at Stanz. 

(e) His work at Burgdorf. 

(f) His work at Yuerdon. 

(g) His work. 

(h) His system of education. 
I. Development, 
a. Harmonious. 



70 

b. Follow nature. 

2. Instruction based on observation. 

3. Practice on 

(a) Moral instruction. 

(b) Matter oi reproof. 

(c) Matter of punishment. 

4. Ideas on home education. 

4. Froebel. 

(a) His philosophy. 

(b) His relation to the Kindergarten. 

(c) His writings. 

(d) Purpose of the Kindergarten, according to 
Froebel. 

(t) Kindergarten demands. 

(f) Practical Kindergarten outlined. 

5. Herbart. 

(a) Teacher. 

(b) Professor. 

(c) Writer. 

(d)) His practice school. 

(e) His pedagogical work. 

(f) Analysis of his didactics. 

6. Horace Mann. 

(a) As statesman. 

(b) As educator. 

(c) Annual reports. 

(d) What he did for humanity. 



71 



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